Early Years Practitioners
Are you looking for speech and language therapy training and support for staff, that has a noticable impact on day-to-day practice?
Do you want staff to feel empowered and confident to use intuitive, research-based interaction patterns in everyday situations, that maximise children's communication and learning potential within the setting?
VERVE Child Interaction
VERVE Child Interaction is a unique model that integrates the goals of communication with the goals of learning and the curriculum. It is a process of support that enhances the child’s autonomy, interest in, and independence in communication and learning, and establishes a 'learning self identity' (Molden and Dweck, 2006).
VERVE-Child Interaction Course for Practitioners *£375 per course for 2 practitioners (5.5 hours) Up to 6 practitioners can participate per half day (discounts apply: £725 for 4 particpants and £1050 for 6 participants). *Plus travel time if applicable - £30 per hour pro rata (over 10 miles each way from therapist's base near Digby and Sowton).
A practical training course that empowers early years practitioners to maximise children's communication skills and learning. The training can take place in the early years setting or by video call.
Linked to the:
Introduction meeting with all staff involved (30 minutes).
4 fortnightly 1 hour sessions with the therapist, and a further session 6 weeks later, for each pair of practitioners.
Framework for children's communication development.
Interaction skills self-rating tool for practitioners.
Outcome tool to measure changes in children’s communication skills.
Practitioner feedback questionnaire.
Feedback report at the end of the course.
Post-course support is also available (additional charges apply):
Team meeting to share learning and outcomes facilitated by the therapist.
Follow-up sessions with practitioners facilitated by the therapist (e.g. termly, 6-monthly).
Share the training and cost with other settings (or the parents of the children taking part).
What is VERVE Child Interaction?
VERVE (Video, Endorse, Respect, Vitalise, Eyes) Child Interaction is a type of video interaction therapy that supports the development and integration of children’s communication and learning, with an emphasis on the key skills of regulation, attention and face-watching, that lie at the foundation of language learning.
VERVE Child Interaction builds upon established adult-child interaction approaches, drawing on neurological research, for example, Porges (2011) and Siegel (2015).
VERVE Child Interaction celebrates and builds upon the unique interaction patterns that exist between the adult and child. The adult focuses on their timing and skills in interacting with the child, with the support of moment-by-moment video analysis and reflection. They learn to recognise the impact of their skilful interaction patterns on the child’s emerging skills, which supports the child to reach their communication and learning potential.
Aims of the Course
To support each practitioner to increase their awareness and confidence in their use of intuitive interaction patterns that support children's communication and learning, including enhancing the practitioner's:
Observation and interaction skills, focusing initially on interaction with a particular child during play.
Generalisation of interaction skills to a wider range of interactions with the child, as well as interactions with other children.
Ability to identify the child's communication skills and needs, with reference to a communication framework.
Contribution to a communication-supportive and inclusive environment for all children in the setting, including those with speech, language and communication needs.
To support each child to maximise their communication and learning within the setting, including their:
Regulation, attention and face-watching
Play and thinking
Communication and interaction
Words/verbal language (understanding, expressive language, speech clarity).
What is involved in the course?
Each practitioner identifies a child to work with for the duration of the course. Parental consent is required.
Two practitioners share a session facilitated by the therapist. Each practitioner brings a 5-minute video clip of themselves interacting with the child.
The therapist and practitioners work in partnership, combining their knowledge and skills (the practitioner's specialism and knowledge of the child and their environment, and the therapist’s knowledge and experience of working with children with communication difficulties).
The practitioner reflects on their interaction with the child and identifies the key skills they are using that support the child's communication and learning.
Between sessions, the practitioner focuses on using the specific skills discussed, in a one-to-one situation with the child for 5 minutes a day during play or a familiar activity.
Benefits for Practitioners (Described by practitioners)
Awareness, skills and confidence
“More aware of what I do.”
“Better/more meaningful interactions with children.”
“Spend more one-to-one time with children as I’ve got the knowledge.”
“Built my confidence.”
“Confident to talk to colleagues about what to do.”
"It has a massive benefit to you as a practitioner and to the children."
Benefits for Children (Described by practitioners)
Skills and confidence
"Starting to talk to other adults."
“Has a wide selection of words.”
“2 word phrases starting to come.”
“Speech is a lot clearer.”
"Boost to confidence."
How many children have speech, language and communication needs (SLCN)?
10% of children
have signficant speech, language and communication needs that can impact on their literacy, learning, friendships and emotional wellbeing; that's on average two to three children in every class of 30.
81% of children
with social, emotional and mental health needs have language difficulties.
More than 50% of children
in some areas of the country, start school with speech, language and communication needs. Many of these children can catch up with the right support.
1% of children
have significant and complex speech, language and communication needs that affect their ability to express their basic needs.